Content Standard (This may include GLEs, District Power Standards, and/or CMT/CAPT Strand): 2.2: Use numbers and their properties to compute flexibility and fluently and to reasonably estimate measures and quantities. 16- Identify and name pennies, nickels, dimes, and quarters.
Meeting the Needs of All Learners - Tiered Support
Student Learning Objective(s) : What is the intended learning outcome of this lesson? Be sure it is observable and includes clear criteria.NOTE: use Bloom’s Taxonomy to assist this work. Students will be able to visually identify a penny, nickel, dime, and quarter. Along with being able to identify each coin, students will be able to match each coin with its value. Rationale for Objective: How does this lesson support previous learning and
Modification/Accommodations of Objective ( IF needed)
Rationale: What student data supports this need?
Assessment: State the specific strategy (ies) and tool(s) used to collect the data for each SLO. (Examples: essays, projects, quiz, exit slip, worksheet, etc) First, students will have giant cut outs of a penny, nickel, dime, and a quarter. I will ask the class as a whole to hold up the penny, nickel etc. This will ensure students can visually tell the difference between each kind of coin. I will then give students a worksheet with the “1 cent, 5 cents, 10 cents, and 25 cents” written largely on the worksheet. After being given each coin, students will place the coin over the value. This will ensure each student is aware of what each coin’s value is.
Modification/Accommodations of Assessment ( IF needed)
Rationale: What student data supports this need?
Classroom Learning Environment: Select ONE area of focus for your lesson utilizing positive support strategies. Briefly state your reasoning for the specific focus area. selected.
Standards of Behavior
Routines
Procedures
Group Work
Transitions
Other
Instructional Arrangement
Instructional Model/Strategy: Explains how you will best facilitate student learning through a specific model of instruction. Be sure to include a rationale for the chosen model(s). You may check more than one.
Strategy
Rationale for chosen model explaining how this model will best facilitate student learning. You may check more than one.
Direct Instruction X Cooperative Learning – identify specific strategy (NOTE: This model requires a social skill objective in addition to the cognitive ) Inquiry Concept Formation/ Concept Development Discussion Model
Students will be working on the first assessment as I walk around the classroom and assist them if they need it. The second assessment when they are required to match each coin with its value, they will do this on their own for the most part.
Materials/Resources:Materials/resources used in each learning activity including modifications for individual students in order to facilitate learning
Giant cut outs of coins, and also actual coins. The worksheets as well.
Modification/Accommodations of resources ( IF needed)
Initiation:
Modification/Accommodations Tiered Support
Cite how you will engage learners, activate prior learning and present the lesson’s objective. 1) explaining: a) what they will be doing and learning in the lesson; b) how they will demonstrate learning; c) why it is important.
I will begin by asking students to raise their hand if they like money. (Hopefully everyone will do so!!) To activate prior knowledge, I will ask students if they know some coin names, and also what coins are used for. I will also ask students why they believe it is important to know how much a coin is worth. I will inform the students that during this lesson they will be learning how to visually identify a penny, nickel, dime, and quarter. As well as being to identify the coins, students will also be able to match each coin with its value. This learning will be demonstrated first by holding up which coin I verbally say aloud, and then by putting each coin on top of its correct value. Learning this is very important because if students want t count how much money they have in their piggy banks or want to pay the ice cream man for their snow cone, they will have to be familiar with coin value.
Lesson Development:
Modification/Accommodations Tiered Support
Cite how you will allow students to explore and experience the material in order to build meaning and build on each concept(s). ·what you will do to model or guide lesson; ·what learning activities students will be engaged in to gain the key knowledge and skills identified in the SLO.
To model this lesson I will first hold up a large cut out of a penny. I will explain that a penny is worth 1 cent, and it is the coin with the smallest value. I will ask students to repeat after me and say “Penny, 1 cent” as I hold up the penny. The same will be repeated for the nickel, dime, and quarter. I will also ask students which coin has the highest value that we learned, and also the lowers. One learning activity which students will be engaged in to gain the key knowledge and skills is holding up the correct coin that I verbally describe. I may say, “hold up the penny” or “I want to buy a 5 cent candy, which coin would I use?” Students will also independently do a worksheet with real coins, matching each coin to the correct value.
Closure:
Modification/Accommodations Tiered Support
Cite how you will evaluate if the objective(s) was met. How will you help students to connect this lesson to previous and subsequent lessons as well as connect to their own lives? How will you help the students see the relevancy of the lesson by understanding the purpose/importance of the learning?
To evaluate if the objectives were met, I will first visually see if a majority of students are holding up the correct coin for the first assessment. For the second independent assessment, I will walk around to ensure each student has correctly matched each coin with its value. I will help students connect this lesson to their own lives because money is a large part of living. I am sure each student has seen their mother or father or someone else in their life using coins before. I will help students understand the relevancy of this lesson by asking them questions such as why they think it is important to know the value of coins? And what might happen if you get the value of a coin mixed up?
CENTRAL CONNECTICUT STATE UNIVERSITY
Template
2.2: Use numbers and their properties to compute flexibility and fluently and to reasonably estimate measures and quantities.
16- Identify and name pennies, nickels, dimes, and quarters.
What is the intended learning outcome of this lesson? Be sure it is observable and includes clear criteria. NOTE: use Bloom’s Taxonomy to assist this work.
Students will be able to visually identify a penny, nickel, dime, and quarter. Along with being able to identify each coin, students will be able to match each coin with its value.
Rationale for Objective: How does this lesson support previous learning and
( IF needed)
Rationale: What student data supports this need?
First, students will have giant cut outs of a penny, nickel, dime, and a quarter. I will ask the class as a whole to hold up the penny, nickel etc. This will ensure students can visually tell the difference between each kind of coin. I will then give students a worksheet with the “1 cent, 5 cents, 10 cents, and 25 cents” written largely on the worksheet. After being given each coin, students will place the coin over the value. This will ensure each student is aware of what each coin’s value is.
( IF needed)
Rationale: What student data supports this need?
Instructional Model/Strategy: Explains how you will best facilitate student learning through a specific model of instruction. Be sure to include a rationale for the chosen model(s). You may check more than one.
X Cooperative Learning – identify specific strategy (NOTE: This model requires a social skill objective in addition to the cognitive )
Inquiry
Concept Formation/ Concept Development
Discussion Model
Tiered Support
1) explaining:
a) what they will be doing and learning in the lesson;
b) how they will demonstrate learning;
c) why it is important.
Tiered Support
· what you will do to model or guide lesson;
· what learning activities students will be engaged in to gain the key knowledge and skills identified in the SLO.
Tiered Support
How will you help students to connect this lesson to previous and subsequent lessons as well as connect to their own lives?
How will you help the students see the relevancy of the lesson by understanding the purpose/importance of the learning?